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SchapiroR, BeckerS, FoertschJA et al. “Integrative Cases for Preclinical Medical Students Connecting Clinical, Basic Science, and Public Health Approaches.” Am J Prev Med 41(4S3);S187-S192: 2011.

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Article

Case Based Methodology: A Method to Enhance the Learning of Physiological Basis of Cardiovascular and Respiratory System to Undergraduate Medical Students

1Department of Physiology, Oman Medical College, Bausher, Muscat, Sultanate of Oman

2Department of Natural Science, Oman Medical College, Bausher, Muscat, Sultanate of Oman


American Journal of Educational Research. 2013, Vol. 1 No. 10, 425-429
DOI: 10.12691/education-1-10-3
Copyright © 2013 Science and Education Publishing

Cite this paper:
Puja Dulloo, Nirmal A. Pathare. Case Based Methodology: A Method to Enhance the Learning of Physiological Basis of Cardiovascular and Respiratory System to Undergraduate Medical Students. American Journal of Educational Research. 2013; 1(10):425-429. doi: 10.12691/education-1-10-3.

Correspondence to: Puja  Dulloo, Department of Physiology, Oman Medical College, Bausher, Muscat, Sultanate of Oman. Email: pujadulloo2012@gmail.com

Abstract

Introduction: Case based teaching methodology is a discrete approach to interactive group- based learning. Its implementation along with didactic teaching schedule has an added advantage by evoking interest in students by placing them in a dilemma taken from a real- life example and motivates them for self-directed learning. The aim of the present exercise was to introduce the students to an alternative method of learning compared with the traditional one used, to enhance self- directed learning and correlate the theoretical contents with its applied aspect. Method: A study was done in spring semester with 2nd year medical students at OMC, Muscat, Oman. Didactic lecture followed by case study after few days on ECG topic from CVS was taught. Four random groups were made within the class having a student leader for coordination. Pre-test was conducted before a clinical case scenario with applied MCQ’s were discussed week after the topic taught which was followed by post- test. Another clinical case dealing with respiratory system was discussed within the semester in a similar fashion. Feedback survey questionnaire with a response of 5 points Likert’s scale was filled by participant after completion of the course. Focus group discussion was conducted among randomly selected 15 students to have in-depth feedback about methodology. Result: Out of 95, 91 students qualified the inclusion criteria. Statistically significant increase in the academic score were obtained on the topics taught by CBM (p < 0.005) from pre and post test. Descriptive statistical analysis for 28 questions showed positive response by 92.3% students for improvement in their knowledge related to human physiology while 83.5% accepted that the methodology helped them to relate topic with the clinical situation. While 75.9% of students accepted that CBM encouraged them to use various resources material. In focus group discussion students commented that methodology helped them to correlate theoretical information with its clinical application and they started reading more books and gathers information from other resources. Conclusion: Case based teaching provides opportunity for students to use different resource materials and clarify the concepts, other than have better interaction with the instructor.

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